Marland School

Inspection report for residential special school - Marland School 1 Marland School Devon County Council, Marland School, Peters Marland, Torrington, Devon, EX38 8QQ Residential provision inspected under the social care common inspection framework

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Information about this residential special school

This is a local authority-maintained school. It is a member of a foundation trust with other special schools within the local authority. The school provides weekly residential care, over four nights, for up to 40 boys between the ages of eight and 16. The school provides education and care for boys who have social, emotional and/or mental health needs. At the time of this inspection, there were 27 children enjoying overnight accommodation.

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Information about this residential special school

The inspectors only inspected the social care provision at this school.

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Overall experiences and progress of

children and young people, taking into account

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outstanding

How well children and young people are helped and protected outstanding

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outstanding

The effectiveness of leaders and managers outstanding

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outstanding

The residential special school provides highly effective services that consistently exceed the standards of good. The actions of the school contribute to significantly improved outcomes and positive experiences for children and young people.

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outstanding

Date of previous inspection: 13 March 2023

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outstanding

Overall judgement at last inspection: outstanding Inspection report for residential special school - Marland School 2

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outstanding

Children thrive in the residential provision at this school. Strong, relationship-based practice is central to all support. An exceptionally stable and well-trained staff team provide consistency, predictability and security to children.

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outstanding

Staff carefully plan evenings for children filled with ambitious and creative activities. There are clear and appropriate expectations for children to participate. High staffing levels, and the degree of individual support that this affords to children, helps to al- low them exceptional choice. This means staff can be responsive to children’s needs, such as offering them a quieter evening. Children enjoy trips to the woods, games of manhunt, and time in the sports hall. Further afield they go to skateparks, the swim- ming pool and the cinema. In the summer months, they enjoy coastal outdoor activi- ties, and their own motor bike track. Activities offer children the opportunity to learn new skills, develop their confidence, communication and problem-solving skills.

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outstanding

Children say they feel lucky to have the opportunities they do. They like staff and recognise how they help them. One child said they would not hesitate to recommend the school to others and has done so in the past. Children themselves recognise that staff go ‘over and above’ for them. Staff nurture and care for children and help them in their development. Staff regularly seek children's views about their care and offer opportunities for them to make suggestions about changes to improve their experiences. Staff act swiftly to make reasonable changes.

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outstanding

The school’s positive ethos is shared across both the school and the residence. This consistency benefits the children through offering them clear expectations. Children are making exceptional progress. Many children arrive at the school on the edge of permanent exclusion from their previous schools, or completely disengaged from ed- ucation. In their time at this school, through the help and support received, they make life changing progress. Children gain qualifications, but most importantly they are developing their own aspirations for the future. Children move on to further edu- cation colleges, or into apprenticeships. They are also exposed to positive new activi- ties and opportunities.

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outstanding

Parents say their children grow and mature during their time in the school. They rec- ognise the consistency and stability staff provide children, which helps them to achieve and grow in confidence. Parents speak positively of the communication they have with staff. One parent describes staff as ‘incredible’ at supporting them as a family.

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outstanding

Inspection report for residential special school - Marland School 3 Relationship based care is the core of all interactions at the school. Children with ex- tremely complex needs are flourishing under this consistent and stable support. Be- cause children know what to expect, the number of incidents of children becoming distressed or their welfare being at risk are low. Staff know children well and inter- vene when needed. The overall effect of this is a calm and settled environment. This remarkable atmosphere is the backdrop to children’s experiences. Staff recognise when children are upset or worried and quickly support them. Staff understand the external factors that can impact on a child at school, such as worries at home. Chil- dren say their key workers or other adults are always around to speak to if they are worried.

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outstanding

Restraint has been used in the residential provision 14 times since the last inspection, for five children. Restraint has only been used when it was absolutely necessary to keep children or others safe from harm. Staff speak with children after incidents of restraint, to understand what could be done differently to help them. This is then written into children’s plans and helps to ensure a consist approach, and one that is best matched to individual children’s needs and circumstances. Staff embrace a re- flective culture, exploring learning after incidents and at the end of every evening. This approach helps staff to understand the reasons for children’s behaviour and to identify ways to help them further.

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outstanding

Staff responsible for safeguarding have good oversight of the children, and in partic- ular those that they are most worried about. They attend multi-agency meetings and contribute to planning to help keep children safe. Staff advocate for children and challenge others when decisions made are not in their best interests. The strength of safeguarding practice at the school is recognised by the executive principal. The head of pastoral care and one of his colleagues lead and promote best safeguarding practice across the other school sites. The head of pastoral care is part of local multi- agency safeguarding groups. He is therefore well positioned to understand the con- textual risks for children, including in their home areas at weekends.

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The effectiveness of leaders and managers: outstanding

Leaders and managers have extremely high expectations of staff and achieve these standards through high support and positive challenge. Leaders nurture a caring and supportive environment that fosters staff development. This leads to an exceptionally stable workforce, who are able to be aspirational for children.

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The effectiveness of leaders and managers: outstanding

Staff speak highly of the support they receive. Several staff spoke of the flexible and individualised approaches taken by leaders. This provides them with the support to be able to meet the needs of the children. Staff enjoy being child-focused and speak of their satisfaction when they see children make progress. Staff receive training to help them in their role. This includes training related to children's needs, as well as more practical training developing their skills to be able to offer enjoyable activities to children. Specific training about domestic abuse was commissioned in response to an identified need. The well-planned training combined with a well-supported staff team means staff provide consistent approaches to children. Inspection report for residential special school - Marland School 4 Leaders ensure they continually review the service provided and seek to improve. Re- cent changes include grouping the children by age to promote more positive interac-

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The effectiveness of leaders and managers: outstanding

tions, and the development of a dedicated space for sensory exploration. Leaders welcome the challenge and suggestions from the independent visitor. They use this information to maintain high standards and drive improvements forward. Leaders recognise the standing of the school’s reputation locally and use this to promote best practice. The head of pastoral care and colleagues support the development of pro- fessionals from across the range of agencies who spend time in the school to help them to understand how positive, relationship-based approaches work.

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The effectiveness of leaders and managers: outstanding

Professionals describe proactive support which goes above and beyond for children. One social worker said that the school was able to provide support and structure to help them to develop their relationship with the child. For one child with extremely complex needs who faces considerable challenges, mental health professionals have said that staff have provided the child with ‘consistency, stability and predictability, love and care’.

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The effectiveness of leaders and managers: outstanding

The executive principal is an active voice in the county for children with special edu- cational needs and those with social, emotional and mental health difficulties. He highlights the challenges facing children, their families and the sector, as well as sharing practice and learning from the school. The school promotes high aspirations to improve services for all children, not just those at the school. Inspection report for residential special school - Marland School 5

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Information about this inspection

Inspectors have looked closely at the experiences and progress of children and young people using the 'Social care common inspection framework'. This inspection was carried out under the Children Act 1989 to assess the effectiveness of the service, how it meets the core functions of the service as set out in legislation, and to consider how well it complies with the national minimum standards. Inspection report for residential special school - Marland School 6

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Residential special school details

Social care unique reference number: SC022231

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Headteacher/teacher in charge: Keith Bennett

Type of school: Residential Special School

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Headteacher/teacher in charge: Keith Bennett

Email address: admin@marland.devon.sch.uk

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Inspectors

Clare Nixson, social care inspector Sarah Sheffield, social care inspector Inspection report for residential special school - Marland School 7 to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspectors

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Inspectors

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Inspectors

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